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Li M, Pei L. Exploring challenges in academic language-related skills of EFL learners in Chinese EMI settings. Acta Psychol (Amst) 2024; 247:104309. [PMID: 38761752 DOI: 10.1016/j.actpsy.2024.104309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Revised: 05/01/2024] [Accepted: 05/07/2024] [Indexed: 05/20/2024] Open
Abstract
Chinese universities have placed increasing emphasis, on incorporating English as a medium of instruction (EMI) courses to enhance their competitiveness both nationally and internationally. However, the successful implementation of these courses requires learners to acquire content knowledge. To promote EMI courses, specific initiatives and policies have been put in place by universities reflecting a trend in the globalization of higher education and the growing demand for English proficiency in academic settings. Despite the attention given to education in Chinese society, many learners are not adequately prepared to overcome challenges associated with EMI classes. This leads to inefficiencies and drawbacks within the educational system. For instance, some learners struggle with understanding subject matter due to language barriers or encounter difficulties fully engaging with course materials because of language related challenges. This study aims to fill a significant research gap by providing a comprehensive exploration of the main challenges faced by learners in the Chinese EMI context and by highlighting the crucial contribution of EMI courses to China's higher education competitiveness internationally. By identifying factors and variables that can predict success in EMI contexts, particularly by studying learners' academic language-related skills as potential predictors of EMI success, this study offers novel insights into the impact of EMI courses on China's position in the global academic arena. A total of 361 male and female EFL learners participated in the study and completed the EMI Challenges Scale. The data analysis, including descriptive statistics and multiple linear regression, revealed that writing, reading, and listening skills significantly predicted success in EMI. Writing emerged as the best predictor, explaining 28.19 % of the variance in EMI success, followed by reading (19.54 %). The results of this study contribute to current debates on international affairs of higher education by not only illustrating the problems students face in EMI courses, but also providing important suggestions for improving the learning environment on EMI language in China. This leads to ongoing debates about the globalization of higher education and the need for English proficiency in academic settings. In addition, the results of this study are useful for teachers and policy makers; it emphasizes the importance of improving EMI learners' writing, reading, and listening skills in EMI learners to enhance their success in academic settings. In particular, they may consider implementing language development programs and provide EMI learners with additional support to improve their writing, reading and listening skills. This study also highlights the need for appropriate support and resources to address the specific language challenges faced by EMI students, paving the way for better instructional strategies and guidelines in Chinese EMI terms.
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Affiliation(s)
- Meiyan Li
- Faculty of International Studies, Henan Normal University, Henan 453007, China.
| | - Lihua Pei
- Faculty of International Studies, Henan Normal University, Henan 453007, China
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2
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Tingyu Z, Ruohan Z, Ping P. The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout. Acta Psychol (Amst) 2024; 248:104353. [PMID: 38905952 DOI: 10.1016/j.actpsy.2024.104353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2024] [Revised: 06/02/2024] [Accepted: 06/11/2024] [Indexed: 06/23/2024] Open
Abstract
With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner's English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 s-year non-English major students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students' effectiveness and learning outcome.
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Affiliation(s)
- Zhang Tingyu
- School of English and International Studies, Beijing Foreign Studies University, No 19 Xisanhuan North Road, Haidian District, Beijing, China.
| | - Zhang Ruohan
- College of Foreign Languages, Capital Normal University, 105 West Third Ring Road North, Haidian District, Beijing, China.
| | - Peng Ping
- School of English and International Studies, Beijing Foreign Studies University, No 19 Xisanhuan North Road, Haidian District, Beijing, China.
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3
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Ding N, Wang Y. Towards the implications of positive teacher interpersonal behaviors for Spanish learners' academic engagement: Voices from Chinese SFL learners. Heliyon 2024; 10:e31078. [PMID: 38803984 PMCID: PMC11128926 DOI: 10.1016/j.heliyon.2024.e31078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2023] [Revised: 05/09/2024] [Accepted: 05/09/2024] [Indexed: 05/29/2024] Open
Abstract
With the advent of positive psychology in the area of language education, more focus has been placed on the consequences of favorable teacher communication behaviors in language classes. Nonetheless, the function of language instructors' interpersonal behaviors in raising learners' engagement is somehow unknown. Furthermore, to the best of our knowledge, no research study has been carried out in Spanish language classes to explore the function of teacher communication behaviors in learners' engagement. To fill this lacuna, the current inquiry looked into the role of teachers' positive interpersonal factors in Chinese SFL learners' behavioral, cognitive, and emotional engagement. For this purpose, a random sample of 32 SFL learners was chosen to participate in our online interview sessions. The answers of SFL learners to the interview questions were thematically analyzed via MAXQDA software. The thematic analysis findings pointed to the value of teacher communication behaviors in improving SFL learners' engagement. The analysis outcomes also demonstrated the potential of 11 positive interpersonal behaviors (rapport, care, clarity, credibility, confirmation, immediacy, closeness, praise, feedback, respect, and stroke) in increasing Spanish language learners' academic engagement. The practical implications that may emerge from the present study's outcomes are finally discussed.
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Affiliation(s)
- Nan Ding
- School of Foreign Languages and Cultures, Nanjing Normal University, People's Republic of China
| | - Yongxiang Wang
- School of Foreign Languages and Cultures, Nanjing Normal University, People's Republic of China
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4
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Li M. Modeling the role of rapport and classroom climate in EMI students' classroom engagement. Acta Psychol (Amst) 2024; 245:104209. [PMID: 38513401 DOI: 10.1016/j.actpsy.2024.104209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2023] [Revised: 01/17/2024] [Accepted: 03/05/2024] [Indexed: 03/23/2024] Open
Abstract
With the globalization of education, an increasing number of studies have been carried out in the English as a medium of instruction (EMI) classes. However, as the review of earlier studies revealed, most of the studies have exclusively focused on the challenges and opportunities of this mode of instruction. That is, few investigations have examined students' classroom behaviors and their determinants in EMI courses. More precisely, limited attention has been dedicated to EMI students' classroom engagement and its potential predictors. Accordingly, studying EMI students' classroom engagement and its personal, interpersonal, and situational predictors seems essential. To respond to this necessity, the present research examined the role of rapport and classroom climate in predicting Chinese EMI students' classroom engagement. In doing this, using random sampling strategy, a total of 416 university students was recruited from Chinese EMI classes. To collect the dataset, an online survey comprising three self-report questionnaires was administered to participants. The results of correlation test and multiple regression analysis divulged positive, significant correlations among rapport, classroom climate, and classroom engagement. The analysis outcomes also displayed that rapport and classroom climate were significant predictors of EMI students' classroom engagement. The study outcomes may have some beneficial and insightful implications for all instructors teaching different academic subjects through English.
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Affiliation(s)
- Manman Li
- School of Foreign Languages, West Anhui University, Lu'an 237012, China.
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5
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Lin J, Wang Y. Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the new normal of post-COVID-19. Acta Psychol (Amst) 2024; 245:104233. [PMID: 38522350 DOI: 10.1016/j.actpsy.2024.104233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 03/18/2024] [Accepted: 03/20/2024] [Indexed: 03/26/2024] Open
Abstract
Online learning has become increasingly prevalent in the era of digitalization, impacted by both internet penetration and the COVID-19 pandemic. Classroom interaction, as a key factor in evaluating students' learning experience in online settings, has been identified to be associated with their academic achievement. While previous research has underscored the significance of classroom interaction in language learning settings, there is relatively limited research on its relationships with student satisfaction and learning. This research intends to explore classroom interaction and its mediating role in the correlation between student satisfaction and perceived online learning in online contexts. Given this, the paper reports a quantitative-method study that examined how Chinese EFL tertiary students perceived three types of classroom interaction (i.e., learner-learner, learner-instructor, and learner-content), their satisfaction, and its influences on their perceived online learning. Data was collected from 319 Chinese university students through convenience sampling and a self-designed questionnaire, and then analyzed with the help of SPSS. The results showed that: 1) the students had moderately positive perceptions of classroom interaction and online learning, but were neutral about their satisfaction; 2) positive correlations were observed between classroom interaction, student satisfaction, and online learning; and 3) student satisfaction predicted perceived online learning, with classroom interaction partially mediating this relationship. The findings of this research have implications for strengthening the effectiveness of online language teaching in the post-COVID-19 era.
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Affiliation(s)
- Jie Lin
- Department of English Language Education, The Education University of Hong Kong, Hong Kong; The Education University of Hong Kong, 10 Lo Ping Road, Taipo 999077, New Territories, Hong Kong.
| | - Yongliang Wang
- School of Foreign Languages and Cultures, Nanjing Normal University, PR China; Nanjing Normal University, No.1 Wenyuan Road, Qixia District, Nanjing 210046, PR China.
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Ma Y, Liu Z. Emotion regulation and well-being as factors contributing to lessening burnout among Chinese EFL teachers. Acta Psychol (Amst) 2024; 245:104219. [PMID: 38492353 DOI: 10.1016/j.actpsy.2024.104219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2024] [Revised: 02/28/2024] [Accepted: 03/11/2024] [Indexed: 03/18/2024] Open
Abstract
Teachers have come under significant scrutiny due to their pivotal role in educational context and lately, the study of emotion-connected aspects in teachers' education domain has got much attention and experts in this domain proved that emotion is at the center of teaching subjects. Also as teaching is an emotionally challenging occupation, it often results in high levels of stress and consequently burnout which has become a prominent concern in mainstream education in recent years. As the main issue of education, teachers' emotions should be taken into account as their positive emotions and their regulation have been highlighted in the literature. Therefore, the study underscores the critical significance of Chinese English as a foreign language (EFL) teachers' well-being and emotion regulation and their relations to burnout. To fulfill the research objectives, 398 English teachers participated in the assessment of the studied concepts. The findings, analyzed through Structural Equation Modeling (SEM), reveal that both variables significantly contribute to the reduction of job burnout in teachers. This study discusses key findings, implications, and limitations while also offering suggestions for future research directions.
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Affiliation(s)
- Yuxia Ma
- School of Foreign Languages and Cultures, Chengdu University, 1763 Chengluo Road, Shiling Town, Chengdu, Sichuan 610106, China
| | - Zengqiang Liu
- College of Humanities and Law, Beijing University of Chemical Technology, No.15 North Third Ring East Road, Chaoyang District, Beijing 100029, China.
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Akram H, Li S. Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation. Percept Mot Skills 2024:315125241248709. [PMID: 38647390 DOI: 10.1177/00315125241248709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/25/2024]
Abstract
Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.
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Affiliation(s)
- Huma Akram
- School of International Education, North China University of Water Resources and Electric Power, Zhengzhou, PR China
| | - Shengji Li
- School of International Education, North China University of Water Resources and Electric Power, Zhengzhou, PR China
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8
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Yuan L. EFL teacher-student interaction, teacher immediacy, and Students' academic engagement in the Chinese higher learning context. Acta Psychol (Amst) 2024; 244:104185. [PMID: 38364636 DOI: 10.1016/j.actpsy.2024.104185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Revised: 02/02/2024] [Accepted: 02/08/2024] [Indexed: 02/18/2024] Open
Abstract
The present study was conducted with the aim of determining the role of mediators of teacher-student rapport in the relationship between the teachers' immediacy and academic engagement in EFL contexts. The participants of this correlational study were 285 students of Xinxiang which is an important central city in northern Henan province, China. They (195 females and 90 males) were selected as a convenient sampling. To collect the data, Teacher-Student Rapport Questionnaire (Wilson et al., 2010), Teachers' Immediacy Questionnaire (Gorham, 1988), and Learners' Academic Engagement (Kember & Leung, 2009) were employed. The collected data were analyzed using the Structural Equation Modeling (SEM) method. The results showed that the research model is confirmed in terms of significance and fit indicators, and the variable of teachers' immediacy indirectly affects academic engagement through teacher-student rapport (p < .05). The research findings presented robust evidence supporting a robust and positive correlation between teachers' verbal immediacy and students' engagement. This implies that when educators exhibit clear and expressive communication, it contributes significantly to fostering active involvement and participation among students. Expanding on this insight, the study suggests that the impact of teachers' nonverbal immediacy should not be overlooked. Indeed, nonverbal cues from educators can hold considerable influence in shaping the dynamics of the teacher-student relationship. Furthermore, it is proposed that nonverbal immediacy plays a pivotal role in influencing academic engagement. In essence, both verbal and nonverbal aspects of immediacy contribute synergistically to creating a conducive learning environment, enhancing the teacher-student connection, and ultimately promoting students' academic engagement.
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Affiliation(s)
- Lingjie Yuan
- School of Foreign Languages, Xinxiang Medical University, Henan 453003, China.
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9
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Fan L, Cui F. Mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in EFL learners. Front Psychol 2024; 15:1332002. [PMID: 38601825 PMCID: PMC11004504 DOI: 10.3389/fpsyg.2024.1332002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Accepted: 03/11/2024] [Indexed: 04/12/2024] Open
Abstract
Introduction Mindfulness, self-efficacy, and self-regulation play vital roles in shaping the psychological well-being of English as a Foreign Language (EFL) learners. This study investigates the interconnections among these constructs and their implications for the psychological well-being of 527 Chinese EFL learners. Methods A cross-sectional study was conducted among Chinese EFL learners enrolled in a university in China. Participants were recruited through a non-probability convenience sampling method from English language courses. They completed validated self-report questionnaires assessing mindfulness, self-efficacy, self-regulation, and psychological well-being. Structural Equation Modeling (SEM) and mediation analysis were employed to explore the relationships among these constructs. Results The study found that mindfulness and self-efficacy independently and directly predicted psychological well-being among Chinese EFL learners. Additionally, self-regulation emerged as a significant mediator in the relationship between mindfulness and psychological well-being, suggesting that mindfulness enhances well-being indirectly through improved self-regulation skills. Discussion These findings underscore the critical roles of mindfulness practices, self-efficacy beliefs, and self-regulation skills in promoting psychological well-being among EFL learners. The implications of this study extend to mindfulness-based interventions and programs designed. However, the study's cross-sectional design limits causal inference, and the use of self-report measures may introduce biases. Moreover, the sample's limited diversity and homogeneous demographic profile, attributed to the convenience sampling from a single university, may constrain the generalizability of the findings. Future research could adopt longitudinal designs and diverse participant samples to further elucidate these relationships and enhance the robustness of the findings.
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Affiliation(s)
- Lijuan Fan
- College of Teacher Education, Weifang University of Science and Technology, Weifang, China
| | - Feng Cui
- School of Marxism, Shandong University of Aeronautics, Binzhou, Shandong, China
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10
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Solhi M. The Impact of EFL Learners' Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2024; 53:26. [PMID: 38451332 PMCID: PMC10920431 DOI: 10.1007/s10936-024-10071-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/26/2024] [Indexed: 03/08/2024]
Abstract
The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners' willingness to communicate (WTC) in in-person and online classes. In doing so, a total of 290 university students majoring in English were recruited to fill in a set of scales. The structural equation modeling analysis indicated that foreign language classroom anxiety (FLA) and L2 demotivation have a direct impact on EFL learners' in-person and online L2WTC. While L2 demotivation was the strongest significant predictor of learners' in-person L2WTC, FLA was the strongest predictor of online L2WTC. Additionally, there was a positive correlation among FLA, L2 demotivation, and foreign language classroom boredom (FLB). While FLA demonstrated no direct impact on communication willingness, it exhibited significant indirect paths to in-person L2WTC via the full mediation of L2 demotivation and FLA . Although the result did not show any significant direct impact of FLB on online L2WTC, it had a small yet significant indirect path to online L2WTC through the full mediation of FLA. FLA also revealed indirect significant paths to online L2WTC through FLB and L2 demotivation. The implications for L2 teachers and teacher educators will be further discussed.
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Affiliation(s)
- Mehdi Solhi
- Department of English Language Teaching, School of Education, Istanbul Medipol University, Istanbul, Turkey.
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11
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Guo Y. Potentials of arts education initiatives for promoting emotional wellbeing of Chinese university students. Front Psychol 2024; 15:1349370. [PMID: 38505364 PMCID: PMC10948512 DOI: 10.3389/fpsyg.2024.1349370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 01/30/2024] [Indexed: 03/21/2024] Open
Abstract
The present study explores the intricate dynamics influencing the self-efficacy of Chinese university students through the interplay of participation in artistic activities, positive psychological capital, and emotional intelligence. In the context of technological advancements and various challenges post pandemic, this study delves into the multifaceted aspects of university life, where arts education plays a pivotal role in addressing students' emotional needs. By integrating emotional intelligence with self-efficacy, this study underscores the positive impact of artistic engagement on self-efficacy, while emphasizing on the transformative power of these pursuits. Also, this study establishes that the optimism and resilience contribute to this relationship by considering the mediating role of positive psychological capital. The moderating influence of emotional intelligence in the complex dynamics between arts education and positive psychological capital is another concern, thereby emphasizing the nuanced role of emotional intelligence. With a structured set of questions that were administered to 673 participants with 93.61% recovery rate, this study performs the Cronbach's α-test, validation factor, and several related tests in SPSSStatistics 29.0, bootstrap, and AMOS 25.0 software. Current results shows the importance of a holistic approach in Chinese institutions. With a focus on promoting artistic engagement to enhance students' self-efficacy, this study determines the profound impact of arts education on students' overall wellbeing and educational experience. In conclusion, this research highlights the constructive impact of artistic engagement on the self-efficacy of Chinese university students. Chinese institutions should encourage a varied range of artistic engagements as a response to the contemporary challenges confronted by their students.
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Affiliation(s)
- Yanan Guo
- Academy of Fine Arts, Xinxiang University, Henan, China
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12
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Wu H, Zeng Y, Fan Z. Unveiling Chinese senior high school EFL students' burnout and engagement: Profiles and antecedents. Acta Psychol (Amst) 2024; 243:104153. [PMID: 38266578 DOI: 10.1016/j.actpsy.2024.104153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2023] [Revised: 01/16/2024] [Accepted: 01/17/2024] [Indexed: 01/26/2024] Open
Abstract
Burnout impairs English as a foreign language (EFL) learning, while engagement enhances it. However, most relevant studies have focused on college students, neglecting senior high school students. To address this gap, this mixed-methods study used two scales to assess the levels of burnout and engagement among 1234 Chinese senior high school EFL students. We also applied a person-centered approach with a statistical software (Mplus 8.7) to identify their latent profiles. Then, we conducted semi-structured interviews with 30 students and analyzed the data using thematic analysis with a qualitative software (MAXQDA 2022) to investigate the antecedents of their burnout and engagement. The statistical analysis revealed three profiles: high burnout-low engagement (16.0 %), moderate burnout-moderate engagement (61.8 %), and low burnout-high engagement (22.2 %). The profiles were associated with demographic characteristics such as gender, age, and grade. The thematic analysis identified four major antecedents: high academic stress and low academic support for burnout, and high external support and high internal support for engagement. Each major antecedent consisted of several categories and subcategories. This study could inform the design of effective interventions to reduce Chinese EFL students' burnout and increase their engagement.
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Affiliation(s)
- Hanwei Wu
- School of Foreign Studies, Hunan Normal University, Changsha city, Hunan province, China.
| | - Yonghong Zeng
- School of Foreign Studies, Hunan Normal University, Changsha city, Hunan province, China.
| | - Zhiguang Fan
- School of Teacher Education, Shaoxing University, Shaoxing city, Zhejiang province, China.
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13
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Li S, Wu H, Wang Y. Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context. Acta Psychol (Amst) 2024; 243:104143. [PMID: 38232509 DOI: 10.1016/j.actpsy.2024.104143] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 09/21/2023] [Accepted: 01/11/2024] [Indexed: 01/19/2024] Open
Abstract
Previous research on English as a foreign language (EFL) learning has predominantly focused on negative emotions such as anxiety and boredom, neglecting positive emotions. Self-regulation, a cognitive factor, has emerged as a key construct of positive psychology in recent years. However, few studies have examined the mechanisms by which positive emotions influence EFL performance, especially through cognitive factors. Given the high-stakes nature of Chinese college entrance examination and Chinese culture's value on effort, Chinese senior high school students may experience distinct EFL emotions. Therefore, this study, based on the control-value theory (CVT), explored the potential mediating role of self-regulatory capacity (boredom, awareness, goal, and emotion controls) in the relationship between the three focal positive emotions (enjoyment, hope, and pride) and EFL performance among Chinese senior high school students. A paper-and-pencil questionnaire survey was administered to 330 Chinese third-year senior high school students (male: n = 159; female: n = 171). The data were analyzed using descriptive statistics, correlation analysis, and mediation analysis with SPSS 26 and PROCESS V3.3. The results indicated that the students reported low levels of enjoyment and pride, moderate levels of hope, low levels of awareness, goal, and emotion controls, and moderate levels of boredom control. The results also revealed significant and large associations among the three positive emotions, the four components of self-regulatory capacity, and EFL performance. Furthermore, the results suggested that self-regulatory capacity partially mediated the effect of positive emotions on EFL performance, supporting the CVT framework. The study concluded with implications for educators and suggestions for future research.
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Affiliation(s)
- Shengji Li
- School of International Education, North China University of Water Resources and Electric Power, Zhengzhou city, Henan province, China.
| | - Hanwei Wu
- School of Foreign Studies, Hunan Normal University, Changsha city, Hunan province, China.
| | - Yunsong Wang
- School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing city, Jiangsu province, China.
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14
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Li Z, Guan P, Li J, Wang J. Comparing online and offline Chinese EFL learners' anxiety and emotional engagement. Acta Psychol (Amst) 2024; 242:104114. [PMID: 38101082 DOI: 10.1016/j.actpsy.2023.104114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 12/01/2023] [Accepted: 12/11/2023] [Indexed: 12/17/2023] Open
Abstract
Learners' anxiety and emotional engagement have attracted a surge of scholarly interest due to their considerable relevance to students' academic performance and psychological well-being. However, the two variables await more exploration in the English as a Foreign Language (EFL) context. To fill this gap, we aimed to investigate these two variables in online and offline English-speaking classes, respectively, at a university in China. We adopted a sequential mixed-methods research approach. First, we used questionnaires to measure and compare the level of anxiety and emotional engagement in the two classes. Then, we conducted semi-structured interviews to gain a deeper understanding of the factors affecting learners' online and offline learning experiences. Quantitative results showed that students had higher levels of anxiety and lower levels of emotional engagement in the online environment than in the offline context. The subsequent qualitative findings revealed a complexity of positive and negative factors affecting anxiety and emotional engagement in the two instructional contexts. Our findings can shed light on research and practices concerning learner emotions in online and offline EFL instruction. Strategies were also provided to help teachers mitigate learners' anxiety and enhance their emotional engagement, which includes formulating a learning community, providing emotional support, alleviating students' technical stress and distraction, and incorporating group-based interactive activities into the course.
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Affiliation(s)
- Zhiyong Li
- School of Foreign Languages, Tianjin University of Commerce, Tianjin 300000, China
| | - Pengju Guan
- School of International Business, Henan University, Zhengzhou 450046, China.
| | - Jiaying Li
- University Libraries, Nankai University, Tianjin 300000, China
| | - Jing Wang
- School of Foreign Languages, Changzhi University, Changzhi 046011, China
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15
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Yan Y, Zhang X, Lei T, Zheng P, Jiang C. The interrelationships between Chinese learners' trait emotional intelligence and teachers' emotional support in learners' engagement. BMC Psychol 2024; 12:35. [PMID: 38238861 PMCID: PMC10797987 DOI: 10.1186/s40359-024-01519-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Accepted: 01/03/2024] [Indexed: 01/22/2024] Open
Abstract
BACKGROUND One noteworthy concern within the realm of education is the level of engagement demonstrated by students. Among the factor that can have a crucial role in this domain is teacher support, especially emotional support which has an impact on several aspects of learners' education. Furthermore, various studies have investigated the relationship between Emotional Intelligence (EI) and learners' engagement. METHODS Accordingly, this study investigated the possible role of trait EI and the emotional support of teachers and how these constructs may work to associate learners' engagement. For this objective, a total of 309 Chinese students across different colleges and universities in 5 provinces of Beijing, Shanghai, Jiangsu, Hubei, and Shaanxi were enrolled. They were 126 females and 183 males, with ages ranging from 18 to 30 years old (Mean = 24.6). RESULTS The results of this research through running Structural Equation Modeling (SEM) demonstrated that teachers' emotional support and trait EI both can associate students' learning engagement. The final measurement model shows that about 73% of changes in learners' engagement can be associated by their trait EI and teachers' emotional support. CONCLUSIONS This study underscores the importance of emotional support from teachers and the trait of EI in relation to students' engagement in learning. Both factors were shown to play a significant role in associating student engagement. Moreover, this study could potentially have wider impacts on members of academic teams.
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Affiliation(s)
- Yao Yan
- School of New Media Art, Xi'an Polytechnic University, 710048, Xi'an, China
| | - Xusheng Zhang
- School of New Media Art, Xi'an Polytechnic University, 710048, Xi'an, China
| | - Tong Lei
- School of New Media Art, Xi'an Polytechnic University, 710048, Xi'an, China
| | - Pei Zheng
- School of New Media Art, Xi'an Polytechnic University, 710048, Xi'an, China.
| | - Chao Jiang
- College of Art, Anhui University of Finance and Economics, 233000, Bengbu, China.
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16
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Zhang H. Psychological wellbeing in Chinese university students: insights into the influences of academic self-concept, teacher support, and student engagement. Front Psychol 2024; 14:1336682. [PMID: 38292520 PMCID: PMC10824945 DOI: 10.3389/fpsyg.2023.1336682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2023] [Accepted: 12/27/2023] [Indexed: 02/01/2024] Open
Abstract
Objective This study investigates the complex interplay between academic self-concept, teacher support, student engagement, and psychological wellbeing among Chinese university students. We aimed to elucidate the mediating role of student engagement in these relationships. Methods A sample of 597 Chinese undergraduate students from diverse universities participated in the study. We employed structured questionnaires to assess academic self-concept, teacher support, student engagement, and psychological wellbeing. Confirmatory factor analyses and structural equation modeling were used to test our hypothesized model. Results Structural equation modeling indicated that the partial mediation model, which considered both direct and indirect effects, outperformed full mediation and direct effect models. Student engagement significantly mediated the relationships between academic self-concept, teacher support, and psychological wellbeing. Importantly, teacher support demonstrated a direct impact on psychological wellbeing, even when accounting for the mediating role of student engagement. Conclusion This study underscores the pivotal role of student engagement as a mediator in the relationship between academic self-concept, teacher support, and psychological wellbeing among Chinese university students. While student engagement plays a substantial mediating role, our findings also recognize the persistent direct influence of teacher support on psychological wellbeing. These insights have implications for educators and policymakers aiming to enhance the wellbeing of university students by fostering positive academic self-concept and teacher support while recognizing the importance of student engagement.
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Affiliation(s)
- Hua Zhang
- College of Educational Science, Nanyang Normal University, Nanyang, China
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17
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Wang N, Kang J. The role of teacher empathy and immediacy in Chinese EFL students' affective learning outcomes: unveiling the associations. Front Psychol 2023; 14:1294891. [PMID: 38022942 PMCID: PMC10665849 DOI: 10.3389/fpsyg.2023.1294891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 10/24/2023] [Indexed: 12/01/2023] Open
Abstract
Introduction The positive influences of teacher-student interpersonal communication skills on second language (L2) students have been considerably endorsed in the literature. However, the contribution of teacher empathy and immediacy behaviors, as realizations of such skills, to students' affective learning outcomes is unaddressed in L2 research. Methods To fill this gap, three scales were distributed among a sample of 350 Chinese EFL students to see if teachers' empathy and immediacy correlate with and predict students' affective learning outcomes. Results The results of correlation analysis revealed strong and positive relationships among teacher empathy, teacher immediacy, and learners' affective learning outcomes. Moreover, the results of multiple regression indicated that Chinese EFL teachers' empathy and immediacy could predict about 65 and 60% of changes in the learners' affective learning outcomes, respectively. Discussion Implications of the study for EFL teachers' interpersonal communication skills development and emotional literacy are discussed. Future research trends are also presented at the end of the article.
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Affiliation(s)
- Nana Wang
- Higher Education Research Institute, Shandong Technology and Business University, Yantai, China
- School of Educational Science, Ludong University Higher Education Post-Doctor, Yantai, China
| | - Jiafang Kang
- Department of Aeronautical Communication, Naval Aviation University, Yantai, China
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18
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Du Y. Modeling the predictive role of music teachers' job commitment and optimism in their sense of self-efficacy. Front Psychol 2023; 14:1291443. [PMID: 38023021 PMCID: PMC10665498 DOI: 10.3389/fpsyg.2023.1291443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Accepted: 10/26/2023] [Indexed: 12/01/2023] Open
Abstract
Introduction Teachers' psychological factors have been argued to influence various aspects of music education. However, scant research has explored the psycho-affective aspects of music teachers' work. To solve this shortage of research, this study examined the predictive role of Chinese music teachers' job commitment and academic optimism in their self-efficacy. Methods To this end, 340 music teachers from four universities in Henan Province completed an online survey including three questionnaires. Results The results of structural equation modeling (SEM) and regression analysis demonstrated that music teachers' self-efficacy could be positively and significantly predicted by their optimism and job commitment. Discussion The study provided implications for music education to pay further attention to the psychology of teaching in this field. Finally, directions for further research are presented to scholars, who are interested in the psycho-emotional side of music education.
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Affiliation(s)
- Yadian Du
- Department of Music, Xinxiang University, Xinxiang, China
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Wu J, Zhao Q. The contribution of mindfulness in the association between L2 learners' engagement and burnout. Heliyon 2023; 9:e21769. [PMID: 38027673 PMCID: PMC10663844 DOI: 10.1016/j.heliyon.2023.e21769] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 10/25/2023] [Accepted: 10/27/2023] [Indexed: 12/01/2023] Open
Abstract
There has been recently a growing interest in L2 learners' engagement as a central factor in their success. However, not all L2 learners are engaged intellectually, passionately, and behaviorally in L2 learning and this can be due to their experience of burnout in language educational settings. On the other hand, L2 learners frequently encounter heightened degrees of burnout because of emotional and behavioral disengagement. To relieve the relationship between engagement and burnout, the influential technique known as mindfulness, as a coping mechanism for enhancing engagement and reducing burnout among L2 learners, has emerged. Given this conceptual model, the purpose of this paper is to argue the mediator role of mindfulness, in light of self-determination and self-control theory, between L2 students' engagement and burnout. A few directions for future inquiries are discussed following this review.
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Affiliation(s)
- Juan Wu
- School of Foreign Languages, Zhengzhou University of Economics and Business, Zhengzhou, Henan, 451191, China
| | - Qifeng Zhao
- School of Electronic and Information, Zhongyuan University of Technology, Zhengzhou, Henan, 450007, China
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20
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Yin T, Yin J, Xu Z. Chinese students' perceptions of social networks and their academic engagement in technology-enhanced classrooms. Heliyon 2023; 9:e21686. [PMID: 37954340 PMCID: PMC10638011 DOI: 10.1016/j.heliyon.2023.e21686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 10/20/2023] [Accepted: 10/25/2023] [Indexed: 11/14/2023] Open
Abstract
Using social networks as one of the new instruments of information and communication technologies in recent years has gained popularity. Social networks are used in various political, social, cultural, and educational fields. In education, students increasingly use social networks to create and maintain social relationships and support informal learning methods. The current study investigated the relationship between the use of social networks and academic engagement in Chinese EFL language learners. Using a convenience sampling method, the researcher invited 591 EFL students from Guangdong Province, China to participate in the study. The participants consisted of 307 male learners and 284 female learners, of whom 345 (58.38 %) were B.A., 234 (39.59 %) were M.D. and 2.03 % were Ph.D. To obtain the necessary data, the researcher employed two questionnaires. The researcher distributed the questionnaires that were Social Network Usage Questionnaire and Academic Engagement Questionnaire to the participants. Employing the multivariate regression method and Pearson correlation coefficient in SPSS and Amos, the researcher analyzed the collected data. The results show that there is a significant and positive association between learners' social network usage, their ethnographic factor (age), and their academic engagement. However, other ethnographic factors such as gender and educational level do not affect learners' social networks usage. Also, there is a significant and positive association between the amount of use of social networks for entertainment and components of academic engagement which are cognitive, emotional, and socio-behavioral factors. The use of technology, especially the use of social networks, enhances learners' academic engagement and increases their motivation, energy, and mastering abilities. They provide the ability to easy access for all learners and provide personalized/individual course materials.
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Affiliation(s)
- Ting Yin
- School of Foreign Languages, Guangdong Polytechnic Normal University, Guangzhou, Guangdong, 510665, China
| | - Jing Yin
- School of Foreign Languages, Hengyang Normal University, Hengyang, Hunan, 421002, China
| | - Zhujun Xu
- Human Resources Division, Guangdong Polytechnic Normal University, Guangzhou, Guangdong, 510665, China
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21
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Hu L, Wang Y. The predicting role of EFL teachers' immediacy behaviors in students' willingness to communicate and academic engagement. BMC Psychol 2023; 11:318. [PMID: 37805631 PMCID: PMC10559511 DOI: 10.1186/s40359-023-01378-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2023] [Accepted: 10/05/2023] [Indexed: 10/09/2023] Open
Abstract
BACKGROUND Teacher-student interactions and proximity have been shown influential in second/foreign (L2) education. However, the role of L2 teachers' immediacy behaviors on students' willingness to communicate (WTC) and academic engagement remains relatively unexamined in the context of English as a foreign language (EFL). PURPOSE This study intended to examine the association among EFL teachers' immediacy behaviors and students' WTC and engagement. METHODS In this quantitative study, three online questionnaires were completed by 400 Chinese EFL students in different universities out of which 364 were valid. RESULTS The results of statistical analysis and structural equation modeling (SEM) indicated that teachers' immediacy behaviors (verbal, nonverbal) had a highly significant influence on EFL students' WTC (ß=0.89, p = .000) and academic engagement (ß=0.71, p = .000). It was also revealed that teachers' immediacy could predict 89% and 71% of variances in students' WTC academic engagement, respectively. CONCLUSIONS Based on the results, I could be concluded that EFL teachers' interpersonal communication abilities (e.g., immediacy) foster the establishment and growth of other positive outcomes among learners. IMPLICATIONS The study presents some conclusions and practical implications for EFL teachers, materials developers, and trainers to integrate the nonverbal cues of L2 communication into their practices. Such practices have the potential to enhance students' willingness to communicate (WTC) and improve academic engagement.
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Affiliation(s)
- Li Hu
- School of Foreign Languages, Chaohu University, No.1 Bantang Road, Chaohu Economic Development Zone, Hefei, Anhui, 238024, China
| | - Yongliang Wang
- School of Foreign Languages, Nanjing Normal University, No.1 Wenyuan Road, Qixia District, Nanjing, 210046, China.
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Li M, Chu Z. Chinese EFL learners' empowerment: does teacher care and confirmation matter? Front Psychol 2023; 14:1273004. [PMID: 37823078 PMCID: PMC10562693 DOI: 10.3389/fpsyg.2023.1273004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2023] [Accepted: 08/30/2023] [Indexed: 10/13/2023] Open
Abstract
Introduction Inspired by the rhetorical/relational goal theory, the current inquiry evaluated the role of two teacher relational behaviors, namely care and confirmation, in predicting Chinese EFL learners' empowerment. Methods To do this, we administered three closed-ended scales to 391 Chinese students who studying English as a foreign language in various educational institutions in China. Students' attitudes toward the interplay between teacher care, teacher confirmation, and learner empowerment were statistically analyzed using IBM SPSS Amos software. Results The results uncovered that teacher confirmation and teacher care serve an essential role in improving Chinese EFL learners' empowerment. This indicates that EFL learners' empowerment strictly depends on the relational behaviors that teachers employ in instructional-learning contexts. Discussion The study outcomes may have some theoretical and practical implications for L2 researchers, language teachers, and teacher trainers.
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Affiliation(s)
- Min Li
- Department of Foreign Languages and Economics, Jiaozuo Normal College, Jiaozuo, Henan, China
| | - Zhesen Chu
- School of Physical Education (Main Campus), Zhengzhou University, Zhengzhou, China
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Bai S. The predictive effects of foreign language anxiety and boredom on willingness to communicate among Chinese struggling EFL learners. Heliyon 2023; 9:e19610. [PMID: 37809673 PMCID: PMC10558861 DOI: 10.1016/j.heliyon.2023.e19610] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Revised: 07/28/2023] [Accepted: 08/28/2023] [Indexed: 10/10/2023] Open
Abstract
Language learners' willingness to communicate (WTC) plays a critical role in learning English as a foreign language (EFL), and affects the learning outcome. However, the WTC of struggling EFL learners remains largely uninvestigated. Thus, the present study aimed to scrutinize the correlation between foreign language anxiety (FLA), foreign language boredom (FLB) and WTC, and the predictor role of FLA and FLB in WTC in the context of Chinese struggling EFL learners. A total of 662 participants majoring in music, physical education and fine arts from four universities in China attended this study. Pearson correlation and a Structural Equation Modeling (SEM) were used to substantiate that these struggling students' FLA was highly and positively correlated with their FLB, while both their FLA and FLB were negatively linked to WTC and significantly predicted their WTC. In discussion and conclusion, the consistency between the current study and related studies, some limitations as well as further implications are presented for avid researchers in future EFL study of those who have difficulty in learning English.
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Affiliation(s)
- Shuxia Bai
- School of College English Teaching and Research, Henan University, Kaifeng, Henan Province, PR China
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